I work in a training centre in Guangzhou and given these unique times, my practice has also needed to evolve. My teaching and training methods are primarily offline so change has been the name of the game recently. So, here’s some lessons learnt and things you can incorporate in your practice should the time come for you to also flip your classroom.

The Learning Evolution

The word learning is often synonymous with an image of a classroom; an inherent expectation that we all need to be seated somewhere, listening to someone to acquire new knowledge. Learning has always been thought to happen in a (class)room in the presence of a teacher or trainer. This expectation of learning, its dynamic and geography is strong in China especially amongst my adult-learners. Whilst the classroom is no doubt where learning happens, alternatives to conventional learning models are gaining popularity, especially in the context of need- the mother of all invention. This virus-fuelled necessity has nudged many to skim the unease and skepticism that prefaces novelty, and fast-tracked the adoption of new modes of learning. In my case, my classrooms have been flipped.

Some of my favorite coffee shops in Tianhe, Guangzhou where my online training takes place.

So, what is the flipped classroom?

In a nut-shell, it’s a blended educational approach where students are introduced to new learning content (i.e. relevant lectures, videos, texts usually online) prior to any face-to-face encounters in order to optimise the time shared with a teacher/trainer in the classroom. The idea is that classroom time can be maximised to support learning activities such as analyzing, evaluating and creating, that are on the higher end of the learning spectrum according to Bloom’s taxonomy.

Bloom’s Taxonomy of Learning

This re-prioritised use of time can encourage higher-level thinking, increase varied use of interaction patterns between students and teachers, and support multiple learning styles in the classroom- learning outcomes all educators want to see. This mode of learning in essence turns me into a coach/facilitator online offering just-in-time support whilst I make the experience more student-centered.

Challenges and Tips

A lot of my students who are working professionals log in from phones or tablets, remotely or on the go in their offices, leaving me with just their voices these days. As a facilitator visual feedback is one of my primary touchpoints to adapt delivery and cater to students’ needs. So let’s assume for a majority of my classes now I lose one major sensory input of feedback- visual cues. This has required a change in my behaviours: saying more with less to increase the efficacy of my messaging, calculating whether silence is thinking time or confusion, a vigilant focus on grading my language during instruction to reduce as much confusion during activities, and asking more concept checking questions so I’m more confident of my learner’s understanding of key points. It has also meant restraining myself in making comments that aren’t critical to avoid the awkward asynchronous turn-taking when it comes to online group classes.

However, whilst one source of sensory input is lost, it has meant the one I use most- hearing, is working on overdrive. Unlike offline formats, I am able to synchronously provide hot correction without disrupting students’ pattern of thinking. For example, if there are consistent pronunciation errors during talk-time, I discreetly type word phonetics and word stresses on their screens in real time as reminders of errors during and post activity.

The platform I currently use is Zoom. As part of this package, there is an arsenal of annotation tools, and collaboration options to enhance the student experience. Creating breakout spaces for peer to peer discussions, realtime annotating to highlight errors or draw attention to elements, giving learners more control of the visual space to express themselves and so on. Embrace all of these options, but be clear on what you want them to do if you want a seamless experience. For example, at first, my adult learners were confused why breakout rooms were necessary because it inevitably causes a seconds time delay. But explaining the why and the benefits of increased talk time, was essential for buy-in and active participation moving forward.

Lessons Learnt

Flipping classes online has been a learning experience for us all. For my learners, they’re having to learn online etiquette, get familiar with new learning technologies but also a new way of learning which goes against old habits. For me as a trainer, being able to use new learning technologies, capture my learners’ attention using a variety of techniques and harness the benefits of the flipped classrooms has been great hands-on professional development adding another skill to my toolkit. In addition, an unexpected benefit of working remotely and flipping classrooms is that I get to work anywhere, with tucked-away coffee shops and parks around town being my preference. Where there is consequence, there is also opportunity, and I’m making full use of the facilities

I’ve been online training for over a month now, getting better at it day by day, but also more bold in creating interactive sessions for my learners. It’s a new skill and way of working, 2020 has brought about much change, but also some new skills. Keep learning!

The post Flipping Classrooms appeared first on Teach English in China - Current TEFL / ESL Teaching Jobs.

Haedong Yonggungsa Temple, Busan

But my glacial wandering was soon accompanied by whispers of a coronavirus. As news surfaced, I was increasingly surrounded by skepticism, curiosity and caution against a backdrop of emerging face masks. Skepticism on how serious this virus is, curiosity on what it entailed, and caution on knowing how to act. Nevertheless, my travels in Korea were unhindered and I left with a commitment to return and experience Korea’s beauty in the summer. Thailand was my next destination. The frequency of virus-related news alerts was now doubling, and I was more aware of how frequently I would check for news about a virus. The truth is, I live and work in Guangzhou as a teacher and the gravity of the situation was becoming a lot more real.

Beautiful patterns at the Temple of Dawn, Bangkok

Doubt Creeps in
Will I be able to return, will I be quarantined in the region, am I safe? Seeds of uncertainty began to sprout, and the tension between my thirst to explore my surrounds and staying safe at a distance began coloring my decisions. Cursory judging looks to assess others’ health, and casual inquiries into one’s travel history marked the start of most conversations. The usual 20 questions upon meeting other travelers had evolved to acknowledge this virus as a safeguarding mechanism. However, my internalized thought bubbles of doubt weren’t a solitary experience for long. I was constantly meeting fellow travelers on the road in similar situations, a lot of us teachers living in China- you are never alone I thought. Uniting us, was the thrill of finding each other in such random circumstances, the safety of being in a third space, and collective brainstorms about our futures.

Our shared experience and the uniqueness of our plight prompted immediate connection, accelerating the strength of our bond in half the time it normally takes friendships to blossom. It was nourishing how connection and community can ease the burden of doubt and uncertainty simply through the act of sharing and active listening- behaviors I would replicate with much vigor as I kept moving.

Should I stay or should I go now…
Membership of our ‘tribe in exile’ evolved, some of us stayed together for a while, but for many the thirst to keep exploring prevailed despite it all. I was one of them. My next destination was Laos, a sleepy place with warm hospitality and lush forests.

Emerald Waterfalls in Luang Prabang

At this stage, China was truly in lock down mode, and any hopes this virus was a fleeting moment were crushed.

‘Should I stay or should I go?’, was the question we all pondered. Our mobility was being questioned, something us travelers did not accept easily. At this juncture, theories surrounding this virus were multiplying. To be frozen in place held with inaction or continue to keep pivoting considering the facts. The blanket of safety covering our tribe kept shifting.  My choice was movement and discovery, and I decided to move onward to Kuala Lumpur and Jakarta. I spent my time reconnecting with old friends in the region, seeing new sights, and learning more about places in the region; time I wouldn’t have exchanged for anything else. The rewards of my movement outweighing the act of staying frozen, I was proud of my ability to keep pivoting whilst still being cautious.

Exploring Jakarta with friends and Ondel-ondel (Indonesian folk caricature) in the backdrop

Lessons Learnt
I am writing this now from my favorite coffee shop in Guangzhou, yes I choose to return. I’ve been back for almost 2 weeks and life is returning to the city. Shops are waking up, malls have more activity, people can be seen running and my craft has now moved to teaching online. The sentiment is cautiously optimistic here, spirits are high and people are hopeful that the worst is behind them. I believe it too, 加油 (go!go!go!) Guangzhou!

As I look back, my learning throughout this period has been to advocate surrounding oneself with community, form a tribe of allies, especially in moments of uncertainty; if not for the warming reassurance that comes from empathetic listening, but for the rational sound-boarding others are able to provide you in moments of doubt where rational decision-making may seem illusive.

Reunions with old friends in Malaysia

Persevere in the constant pivot- planning can be exhausting especially when you’re filtering through new data to make your next decision, but hang in there, give yourself time, preparedness to the best of your ability is a precondition to your success.

To be frozen in place would have precluded me from enjoying the embrace of reunion in Malaysia, the intensity of flavor in Jakarta, the serenity of Laos, the energy of Bangkok and the contrasts of South Korea. So my stance has been to act, to actively choose and make decisions for myself rather than freeze and have them be made for me. As a result, I have seen a lot of the region, made new friends and discovered potential new homes.

I draw analogy to my recent ‘travels in uncertainty’ to the journey we all walk in life- nothing is guaranteed and uncertainty has always been a feature in the backdrop. In these unique times, my choice to act has given me a sense of closure, agency and ownership against a backdrop of masks and unpredictability. The outcome for me has been learning, an incredible adventure and story I carry with me for life!

The post Travel in Uncertain Times appeared first on Teach English in China - Current TEFL / ESL Teaching Jobs.